最新PEP人教版五年级上学期英语Unit 3精品教案教学设计

桂馥兰香

Unit 3 What would you like?
B Read and write
Robin will cook today.
Changgang Primary School  Xu Jing
Ⅰ.The analysis of teaching contents:
This topic is from the third unit of PEP English book 5. Wu Yifan and his grandpa left 2 notes to Robin. Ss will know how to describe What they like and what they don’t like on the basis of the knowledge they have learned before. And they will learn more about how to write a note.
Ⅱ.The analysis of Students:
The Ss are in grade 5.They have learnd English for 2 years, and they are active and interested in learning English. Food is one of the most interesting topic for them, and they are interested in some other delicious food. They want to express the food what they like and what they don’t like, So they will have more interested in this class.
Ⅲ. Teaching aims:
A. Knowledge aims:
Ss will understand and say the words of food.
Ss will understand and say the sentences : I don’t like …but …is OK./ I like …but not…
B. Skill aims:
To develop Ss’ abilities of reading ,cooperations and communications with others.
C. Emotion aims:
Ss will love their life and get more interests in learning English.
Ⅳ.Teaching points:
A. Important points:
The understanding of the words about food and the sentences: My favourite food is. It’s/they’re…; I don’t like beef but chicken is OK; I like vegetables but not carrots.
B. Difficult points:
The writing of a note about what they like or don’t like.
Ⅴ. Teaching aims:
CAI, PPT and some pictures of food.
Ⅵ. Teaching methods:
TPR, situational teaching method, reading teaching methods.
Ⅶ. Teaching procedures:

Teaching procedures        Teacher’s activities        Ss’ activities        purpose
Step 1
Pre-reading        1.Greetings.
2.Show Teacher’s pictures and
free talk:
  My favourite food is…
  It’s /They’re…
3. Watch video: having a picnic.        1. Say the words about food quickly

2. Talk about their favourite food.

3.Watch the video.        用老师吃汉堡的照片复习食物类单词和句子。激活学生对于food的相关名词和味觉相关形容词
的印象。并通过孩子们野餐的视频吸引学生兴趣，营造良好的英语学习氛围。
Step 2
While-
reading        1.Lead-in
介绍人物，导入情境：Wu Yifan and grandpa left 2 notes to Robin. Can you help him cook?

2.  Present the whole text.
Task1：Read and choose the right answer.
a. What’s Wu Yifan’s favourite food? Why？
b. What’s Grandpa’s favourite food? Why？
c.Let’s check.

3. Present the important and difficult sentences.
   Task2: What else do they like and don’t they like?
   (1) What does Wu Yifan like and doesn’t like?
a.Lead Ss to read the note and show the questions.
b.Lead Ss to stick the food Wu likes on the blackboard.
c.Put the picture of beef out of the blank that Wu likes.
d.Present the sentence: I don’t like …but the…is OK.
e.Lead Ss to do the activities.
f.Discuss the answers.
  (2) What does grandpa like and doesn’t like?
   a. Lead Ss to read grandpa’s note and choose the right picture about what he likes.
   b. Discuss the answers.

4.Discuss what Robin can cook?
a.Lead Ss to help Robin choose the food what Wu Yifan and his grandpa can both eat.        1.Watch the flash.
2.Do the activities of answering:
a. What’s Wu Yifan’s favourite food? Why？
b. What’s Grandpa’s favourite food? Why






3.Read in groups .
a. Choose the pictures what Wu Yifan likes and stick them on the blackboard.
b. Learn to say the sentences: I don’t like…but … is OK.
c. Finish the activities to tick or cross.
d. Discuss the answers.






3.Read and choose the right picture.






4.Think what Robin can cook?


        通过设置帮助Robin做饭的情境，逐步了解Wu Yifan 和 Grandpa喜欢以及不喜欢的食物。在完成任务的过程中逐步体会主要意思，并理解难点句。通过合作、交流、体验等方式培养孩子们的合作能力和交流、感知能力。
Step 3
Post-reading        1.Lead Ss to talk about “cooking is not easy”
2.Watch video: interesting cooking.
3.Lead Ss to know “cooking is interesting.”
4.Lead Ss to learn to write a note to Robin.
   T: Robin likes cooking. And today, he will cook for us to thank for our helping. Let’s write a note to Robin.
5. Show Ss’ notes and discuss them.        1. Discuss about “cooking”
2. Watch the video and enjoy cooking.
3. Write a note to Robin.
4. Show their notes.        通过之前的泛读和细读，学生了解cooking是不容易的，此时播放趣味cooking培养学生感知美好生活。在此基础上，学习书写note。
Step4:
Assessment        1. Say goodbye.
  
2.Homework
1.Read p. 29.
2.Try to write about your father or mother’s note to Robin.        Read and interview their fathers and mothers.
Write a note to consolidate.        通过了解父母的喜好培养学生的分享意识，令他们更加期待下节英语课的到来。
Ⅷ.Design of Blackboard:

Ⅸ. Teaching self –reflection:

桂馥兰香

新版PEP五年级上册第三单元PartB Let’s learn教学反思

     本课时是新版PEP五年级上册第三单元PartB Let’s learn，在确定重难点后我考虑如何以简单的形式呈现在孩子面前。对一些简单的词简单处理，如hot，sweet等，为后面的教学节省时间。对一些较难的词，如delicious，healthy，fresh花较多的时间落实。在教学过程中发现的问题还是很多。 1.“词在句中，句在境中”，情境的设置不够创新，Grand Buffet这一概念不太贴近孩子的现实生活，不是他们耳熟能详的食物，很难马上抓住其眼球。把Grand Buffet换成孩子熟悉的某个湖州本地的餐厅名字可能较恰当。 2.话轮的滚动不够，新授词引出的衔接欠紧密，没有及时在下一个话轮中把前面的新授词滚动进去，机械操练较多。以旧句型导入新授词的时候，对旧句型的滚动也不够。新授healthy的时候，仅停留在healthy food这个层面，对healthy food种类的挖掘也不够，忽视了unhealthy food这一层面的提醒。 3.板书设计欠仔细考虑，漏写了What’s your favorite food？这个重点句型板书书写也有待提高。 听了潘老师和周老师的课后学到不少，在教学设计细节的斟酌、思考，衔接语设计(自然、顺畅)，课堂用语设计（简练、易懂），与学生互动，对学生的引导等方面都值得学习、反思。

桂馥兰香

Unit 3 What Would You Like教学反思
反思一：
本课时主要学习单词rice, fish, beef, noodles，soup, vegetable及句型Can I have some..., please? Sure. Here you are.我通过复习以前所学的关于食物方面的知识及句型来引入新知的学习，过渡自然，学生容易接受。教学过程中，重难点突出。我比较注重和学生进行互动，使学生全身心地参与到学习的过程中。趣味操练侧重单词的巩固，扩展性活动设计的编演短剧则综合运用了所学的会话，对提高学生的语言整体水平有很大帮助。但是在进行编演短剧这一个环节当中，我感觉有部分学生羞于开口，可能是单词和句型不够熟练，害怕出错，因此，在今后的教学过程中我应该在重点单词和句型方面多花点时间，并且多鼓励学生大胆开口。此外，在这堂教学活动中，时间安排得不够合理。主要表现在复习旧单词这一环节时间多了一点从而导致在学生练习对话这一活动的时间略显仓促。在今后的教学活动中，我应该要更好规划时间，以便地利用课堂时间。
反思二：
本次授课内容是《What would you like?》的第一课时，该课的教学目标是：能够听、说、认、读单词rice, noodles, fish, beef, soup, vegetable；能听懂，会说“Can I have some……,please？
Sure. Here you are.”。
五年级的学生，活泼好动，认识水平较以往有了较大的发展，积累了一定的生活的经验；学生的个性呈现出独立的一面，爱展现自我；在知识构成上，经过一年多的英语学习，已掌握了一些语言点。因此，教师就需要调动学生已有的生活经验，激活孩子们的语言积累，提供并拓展语言的平台，让孩子们在学习的过程中，体验到创造的乐趣，成功的乐趣。
兴趣是最好的老师。本课教学中，我为学生创设了一个在餐馆点餐的情境。在情境中，学生可以练习所学的单词和句型，还可以初步了解西方的饮食习惯。在这几年的教学实践中不难发现，学生对吃的食物总是有很高的热情。曾经有一个学生，平时的英语学习一团糟，但在学习食物单元时却获得了非常好的成绩。究其原因，就是“兴趣”两字在起作用。教食品单元时老师经常会带上一些好看好吃的食物及图片，除此之外，多媒体课件是教师营造逼真交际情境的最好手段，把学生的兴趣都激发了起来，无意识地就掌握了很多的单词。
在热身环节，我通过“快指快答”和“Listen&do”活动对以往学习过的食物单词、句型进行了复习，为后面的活动环节做了铺垫，更便于新知的导入，学生易于接受。在“呈现新课”环节中，我做到词不离句，句不离语篇，语篇不离语境。采取了师问生答、开火车答、同桌问答形式反复操练单词及重点句型Can I have some…please?
Sure, here you are.“趣味操练”环节我侧重对单词的巩固，扩展性活动设计的编演短剧则是综合运用了所学的会话，对提高学生的语言整体水平有很大帮助。但在整个教学环节中也出现了值得我深思和改进的地方：
在新单词的导入过程中，我设计了如下对话——
T:So many foods and drinks. I like hamburger. Do you like it?
S:Yes, I do./No, I don’t.
T:What do you like?
S:I like…
这段话在师生问答时虽然进行了操练，但仍有一部分基础不太好的学生没能完全理解dialogue的意思，这说明练习的程度和频率还不够多和深入，训练的范围还应该再拓宽一些，除了常规的全班齐读、开火车读等，还可以尝试通过男女互问互答、小组间齐问齐答、onebyone活动等进一步训练。多样化的形式可以帮助学生更好地识记掌握直至理解，学生在练习时也不至于感觉枯燥。